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Although female participation in the labour market has increased significantly over the last 50 years, transport remains a male dominated sector and maritime transport in particular appears to lag behind other modes. It is important to recognise that maritime careers struggle to recruit more generally. This chapter considers the gender gap in the maritime industry and asks what would make the maritime industry more attractive to women. It explores the literature through the lenses of career-decision, career decidedness and career self-efficacy in order to present a conceptual model to explain the persistent gap and consider what could be done to address it. Career choices, development and performance are affected by contextual variables, both personal and environmental, which can promote or hinder career development outcomes. In maritime transport, career perception, workplace culture, social capital and development opportunities still play a major part in the decision-making process and deter women from engaging with the maritime profession. This chapter proposes four interventions to effect much-needed change.

This chapter introduces the scope and contents of Women, Work and Transport. The situation concerning the extent of women’s participation in the transport workforce worldwide is detailed and the challenges facing women transport workers in different world regions and transport modes is highlighted. The chapter describes the structure, contents and key contributions of each of the 21 chapters that are presented in this volume and signposts readers to key material. Although the chapter necessarily highlights some of the many challenges women face when working in highly masculine cultures, this wide-ranging international collection of evidence of the experiences of women transport professionals in both the Global North and Global South also provides numerous suggestions for how employers, governments and trade unions can address, and ultimately overcome, gender segregation in transport. The chapters acknowledge the dramatic effects of the COVID-19 pandemic on the transport sector, while also pointing to some of the opportunities provided by new greener forms of transport and automation, as well as noting the risks for women workers.

This paper tests whether employers responded particularly negatively to African American job applicants during the deep U.S. recession that began in 2007. Theories of labor queuing and social closure posit that members of privileged groups will act to minimize labor market competition in times of economic turbulence, which could advantage Whites relative to African Americans. Although social closure should be weakest in the less desirable, low-wage job market, it may extend downward during recessions, pushing minority groups further down the labor queue and exacerbating racial inequalities in hiring. We consider two complementary data sources: (1) a field experiment with a randomized block design and (2) the nationally representative NLSY97 sample. Contrary to expectations, both analyses reveal a comparable recession-based decline in job prospects for White and African American male applicants, implying that hiring managers did not adapt new forms of social closure and demonstrating the durability of inequality even in times of structural change. Despite this proportionate drop, however, the recession left African Americans in an extremely disadvantaged position. Whites during the recession obtained favorable responses from employers at rates similar to African Americans prior to the recession. The combination of experimental methods and nationally representative longitudinal data yields strong evidence on how race and recession affect job prospects in the low-wage labor market.

Purpose – Urban youths’ agency to represent their realities through media has been largely unexplored in the youth development literature. In this qualitative case study of an after-school youth media program in the Bay Area, expressions of youth agency and the role of audiences are explored during the process of producing videos for public consumption.

Methodology – As participant observer of 14 ethnically diverse youth participants aged between 15 and 18 years over 18 months, I documented (a) the kind of agencies participants engaged in and (b) the impact of live and imagined future audiences on youths’ creative processes. Analyses of field notes, semi-structured interviews, and media projects were conducted using thematic analysis to inductively generate emerging categories.

Findings – Themes included an agentive sense of self-efficacy, commitment, and responsibility, as well as perceived contributions to local audiences and an emerging collective identity. The youth demonstrated their increased sense of a social or civic duty to realistically represent youth of color to familiar and unfamiliar audiences.

Implications – This case study demonstrated how one youth media organization fostered agency through youth authorship, production, distribution, and local community dialogue. By documenting the impact of audiences from conception to public reception, this study provides valuable insight into the agentive process of publicly “performing” a commitment to complete a social change video project.

Contribution – This chapter underscores the value of performance within youth development programs and the critical component of audiences as one form of authentic assessment in order to foster individual and collective agency.

This chapter offers an integrated framework for the design of educational leadership preparation programs that situate disability in the vision of social justice leadership (SJL) and equity for all students. We examine the extent to which current standards for building-level administrators inform their ability to implement programs for students with disabilities. Utilizing Theoharis’ (2007) definition of social justice leadership (SJL), we propose a broader framework for SJL that accounts for students with disabilities and present four key components upon which the broader framework of SJL rests. We align the updated standards for building-level leaders with the professional standards for special education administrators and describe how the skill sets for special education leaders complement and inform the design of leadership preparation programs to support candidates’ ability to create, sustain, and implement programs that meet the needs of all children. Finally, we argue for an integrated framework of professional standards that provides a more comprehensive set of skills necessary for meeting the needs of each and every student in the school, and we provide recommendations for leadership preparation programs to achieve this integration.